Technological map of the Russian language lesson, methodological development in the Russian language on the topic. Technological map of the Russian language, grade 1 Technological maps of lessons with integrated Russian
Technological lesson map
Full name of the teacher: Khvorenkova Larisa Petrovna Position: primary school teacher
Municipal educational institution secondary school named after academician V.I. Kudinova, Votkinsk
Item: Russian language Class: 4 Textbook (UMK, program): UMK “Russian Language” by V.P. Kanakina, V.G. Goretsky
Lesson topic: Proposal Lesson type: lesson on updating knowledge and skills
Equipment: Whiteboard, projector, computer, textbook, workbook.
Characteristics of the learning capabilities and previous achievements of students for whom the lesson is designed:
Students speak:
1. Regulatory UUD:
- independently discover and formulate an educational problem, determine the goal of learning activities
- give versions of a solution to a problem, realize (and interpret, if necessary) the end result, choose means of achieving the goal from those proposed, and also look for them independently
- draw up (individually or in a group) a plan for solving a problem (implementing a project)
- working according to the plan, check your actions with the goal and, if necessary, correct errors yourself (including adjusting the plan)
- in dialogue with the teacher and with classmates, improve independently selected assessment criteria
2. Cognitive UUD:
- analyze, compare, classify facts and phenomena
- build logical reasoning, including establishing cause-and-effect relationships
- draw up abstracts, various types of plans
- convert information from one type to another (table to text)
- identify possible sources of necessary information, search for information, analyze and evaluate its reliability
3.Communicative UUD:
- independently organize educational interaction in pairs or groups (identify common goals, negotiate with each other)
- in a discussion be able to put forward arguments and counterarguments
- learn to be critical of your own opinion, with dignity to admit the fallacy of your opinion and correct it, understanding the position of another, to distinguish in his speech: opinion, facts
- be able to look at a situation from a different position and negotiate with people from different positions
4. Personal UUD:
- establish a connection between the purpose of educational activity and its motive
-make moral choices based on social and personal values
Lesson objectives as planned learning outcomes, planned level of achievement of goals:
| Type of planned learning activities | Learning activities | Planned level of achievement of learning outcomes |
| Subject | Learn new vocabulary on the topic Use acquired knowledge on a topic in writing and speaking | Level 1 Level 2 Level 3 |
| Regulatory | Carry out goal setting independently Independently transform a practical task into a cognitive one Planning ways to achieve goals | Level 2 – performing actions in joint (pair or group) work with peers or individually according to an algorithm or pattern. |
| Cognitive | Search for information using a textbook and additional materials Collect and extract information from various information sources Build logical reasoning | Level 2 – performing actions in joint (pair or group) work with peers or individually according to an algorithm or model; Level 3 – independent individual performance of actions, the ability to transform knowledge (KT) and adapt it to a new situation. |
| Communication | Discuss different points and develop your own and common position Organize and plan educational collaboration with the teacher and peers | Level 2 – performing actions in joint (pair or group) work with peers or individually according to an algorithm or model; |
| Personal | Formation of cognitive interest and formation of the meaning-forming function of the cognitive motive Formation of educational-cognitive motivation and interest in learning. | Level 1 – performing actions under the guidance of a teacher; the student’s ability to recognize (identify, distinguish, classify) previously received information when presented again; understand the meaning of words, terms and other signs used in text and spoken language. Level 2 – performing actions in joint (pair or group) work with peers or individually according to an algorithm or model; Level 3 – independent individual performance of actions, the ability to transform knowledge (KT) and adapt it to a new situation. |
| Lesson stage, stage time | Stage tasks | Methods, techniques training | Forms of educational interaction | Activities of a teacher | Student activities | Formed UUD and subject actions |
|
| Motivational-target stage | Arouse educational interest in the topic To ensure that students are aware of the unreliability of existing knowledge about the object of study Organize independent formulation of the topic and purpose of the lesson | Creating a problem situation | Frontal | Checks readiness for the lesson and greets the class: - Hello, guys! -We begin our lesson in a good mood. Let's welcome everyone. SLIDE 1 Offers a task to update existing knowledge and experience on the topic -Read the words SLIDE 2 -Why are the words written in two columns? -Name the test words for the words in the second column. -Write down the words from dictation. Chill, spikelet, head, beard, cheer, troublesome, furrow, far, starvation, fluttering, evening. Organizes inspection Self-determination for activity. -Read the sentences. Find the grammatical basis in them. SLIDE 3 -How are these sentences similar? How are they different? -What are sentences called that consist only of the main members of the sentence? How What are sentences called, in which, in addition to the main ones, there are secondary members of the sentence? How What are sentences that have the same grammatical basis? How are sentences containing two or more grammatical stems called? -Why is there a comma in the last sentence? -What do you think we will talk about today? Leads to the purpose of the lesson Let's think together, what goal do we need to set for ourselves today? | Greetings from teachers Children read the text Complete the task based on existing knowledge Answer the question: (The first column contains words with unstressed vowels that cannot be checked stress, and in the second - words with unstressed vowels, verified accent.) Write down the words in a notebook. Sample check, self-assessment. Answer questions (Undistributed.) (Common.) (Simple.) (Complicated.) (Parts of a complex sentence are separated by a comma.) (Ability to find the grammatical basis and secondary members of a sentence in sentences, distinguish common and uncommon, simple and complex sentences, sentences with homogeneous members, correct punctuation in complex sentences.) | Personal UUD:- outline the scope of his knowledge and record those errors and shortcomings that he was able to detect during the implementation of the initial trial tasks. Regulatory UUD: Define purpose and theme Cognitive UUD: Conscious construction of statements in oral form Communication UUD: Participate in group discussion Show interest in the problem Realize the incompleteness of knowledge |
|
| Indicative stage | Organize independent planning and selection of information search methods | Frontal | Offers to complete the test tasks and, after checking, determine the range of questions, knowledge of which will help in achieving the goal and solving the problem What will we do first? What needs to be repeated to solve the problem? | They complete the test tasks, after checking they find their mistakes and draw up an action plan taking into account the final result, formulate tasks: | Personal UUD: Show interest in the topic Regulatory UUD: Draw up an action plan taking into account the final result Cognitive UUD: Independent creation of an action algorithm Communicative UUD: Planning educational cooperation |
||
| Search and research stage | Organize and didactically ensure students’ independent search for solutions to problems and construction of new knowledge Organize an exchange of views on the research topic Ensure a change of dynamic poses and switching of attention (physical education minute) Ensure understanding, practice, meaningful assimilation and consolidation of knowledge | Solving problem situations | individual Frontal | Organizes oral performance of exercises from the textbook Exercise 268 (p. 126) Summarizes a mini-summary of the first task. -What did we need to do? Did we do it? Organizes independent implementation of exercises from the textbook. Exercise 269 (p. 126) Summarizes a mini-summary of the second task Physical education minute. SLIDE 4 Reminds you that there are still tasks left: What haven't we done yet? Test: Tic-tac-toe game (0-disagree, x-agree) OCPs in letters are always separated by a comma PDEs are not separated by a comma when they are connected by AND, OR There is always a comma between OCHI if they are connected by conjunctions A comma is always placed between OCHI unless they are connected by conjunctions. A comma is placed between OCHI if they are connected by conjunctions A, BUT Are the signs placed correctly in this diagram: Multi-level tasks Read the sentences From oil, people get rubber, kerosene and plastic. (petrol) Blueberries and lingonberries ripen in the fall and raspberries and cherries in the summer. (cranberry, strawberry) Swifts eat and drink on the fly, (sleep) Do you know these facts? Or maybe someone can add something? Complete all or some of the tasks: Copy the sentences using punctuation marks and underline the sentences Copy the sentences using punctuation marks, underline the special expressions, draw up a sentence diagram 4) Copy the sentences, placing punctuation marks, underline the OCP, draw up a sentence diagram and supplement the OCP sentences Summarizes a mini-summary on task 3: What did we repeat?? | Collect information necessary to eliminate errors (look for and read rules) Do the exercise from the textbook - answer the question (write sentences with OCP) Determined by the choice of task. They complete tasks according to the card. Examination. Self-esteem -answer the question | Personal UUD: The emergence of interest in solving the problem Regulatory UUD: Anticipate the result and level of assimilation Adjust learning activities after discussion Cognitive UUD: Formation of logical universal actions: analysis, comparison, derivation of consequences, establishment of cause-and-effect relationships, construction of a logical chain of reasoning Communication UUD: Be able to listen and engage in dialogue Participate in collective discussion of problems Plan educational cooperation |
|
| Practical stage | systematization of students’ knowledge, bringing skills to the level of automation Preparing for homework | study of text (dialogue) | individual | Draws attention to the fact that there is still 1 task left Offers tasks to consolidate knowledge. Organizes inspection | Children complete tasks. Pair work, check. | Personal UUD: Development of cognitive interests, educational motives Regulatory UUD: Control in the form of comparison of a method of action and its result with a given standard in order to detect deviations Cognitive UUD: Choosing the most effective ways to solve problems Communication UUD: Mastery of certain verbal means of communication |
|
| Reflective-evaluative stage | Formation of the ability of self-analysis and self-assessment of the process and result of one’s own activities | Frontal | Read the sentence. SLIDE 5 Choose the correct statements and write down their numbers.. Asks students to express their opinion about the stages of the lesson, point out difficulties that have arisen, sums up the lesson, evaluates the students’ work in the lesson, and stimulates further work Asks students to place emoticons with moods on the board. Execute exercise 273 page 127 from the textbook | They complete tasks and check. Answer reflective questions during a conversation with the teacher Express their own opinions, analyze their own achievements and difficulties, ask questions I liked the lesson. It was difficult... Students use emoticons to express their “impressions” about the lesson Write down homework | Regulatory UUD: Identification and awareness by students of what has already been learned and what still needs to be learned, assessing the quality and level of learning |
Technological lesson map
Full name of teacher: Piotrovskaya Marina Alekseevna
Class: 3
UMK: School 2100
Item: Russian language
Subject: A noun as a part of speech. Constant and inconstant signs of nouns
Lesson type: Repetition, deepening and generalization of what has been learned
Place and role of the lesson in the topic being studied:Lesson 3 in the “Word” section. Parts of speech and members of a sentence."What do we already know about nouns (Unit 4, Lesson 74)
Target: Developing the ability to find nouns in a text, gaining experience in identifying the grammatical features of nouns and the role of nouns in a sentence and text.
Planned results
Subject knowledge, subject actionsUUD
regulatory
educational
communicative
personal
Know the role of nouns in speech, constant and inconstant signs of nouns, perform morphological analysis of a noun, the ability to distinguish a noun from a pronoun, find in the text
1. We develop the ability to express our assumptions based on working with the textbook material.
2. Ovalue learning activities according to the task at hand.
3. Predict upcoming work (make a plan).
4. Carry out cognitive and personal reflection.
1.Developability to extract information from diagrams, illustrations, texts.
2. Ppresent information in the form of a diagram.
3 . Reveal the essence and features of objects.
5. Summarize and classify according to characteristics.
6. Focus on the spread of the textbook.
7. Find answers to questions in illustrations
1.PWe develop the ability to listen and understand others.
2. Construct a speech utterance in accordance with the assigned tasks.
3. Express your thoughts orally.
4. Ability to work in pairs.
1. creating conditions for developing interest in the topic being studied;
2. development of independence, friendly attitude, emotional responsiveness;
3. developing the ability to listen and hear the interlocutor;
4.development of the ability to determine the rules of work in pairs and groups;
5.developing the ability to cooperate with the teacher and peers when solving educational problems, to take responsibility for the results of their actions.
Lesson progress
**Namelesson stage
The task that should be
solved (within the framework of achieving the planned lesson results)
Forms of organizing student activities
Teacher’s actions to organize students’ activities
Students’ actions (subject, cognitive,
regulatory)
The result of interaction between teacher and students to achieve the planned lesson results
Diagnostics
achieving the planned lesson results
Motivation for learning activities
Update the requirements for the student in terms of educational activities.
Frontal
Today in class we will work a lot, so you need to get ready, be very attentive and active. How would you like the lesson to go? What do you expect from this lesson? Let our lesson be held under the motto “Learning to read and write is always useful”
They perceive by ear the list of necessary supplies for the lesson, visually and kinesthetically control readiness.
Answer questions.
In a good mood, so that everything works out.
We are waiting for something useful for us. (They know how to express their thoughts orally, they know how to listen and understand the speech of others - communicative UUD. Regulatory UUD:
Exercise self-control;
Master the skill of forecasting.)
Mood for learning activities
Children express a positive attitude towards the learning process and show attention.
Updating knowledge.
Systematize students' existing knowledge. Create a situation of success.
Frontal
individual
Game
Open your notebook.
What should you write down?
Language warm-up. Write down the words from dictation.
Underline the words that contain the spelling letter of a vowel with a red pencil, and those that contain the spelling letter of a consonant with a blue pencil.
Which word did you underline twice?
Which word has a different spelling-letter? Check the sample. Evaluate your work.
2. – Label all spellings.
3. – Parse the word according to its composition
– Circle the words that have more sounds than letters.
Then I suggest you play the game.
I will name the words. If it's a noun then you say
What do all these words have in common? What do you love to do most?
“yes” if the other part of speech is “no”.
Record the date, “Cool work.”Write down the words in notebooks and go up to the board in a “chain”, writing down one word at a time:heart, iron, cheek, blackberry, sum, reed, water strider, art, cable, huntsman, ladder, filling, nut, hedgehog .
Cane .
Huntsman
Underline spelling patterns in notebooks independently.
Parse the word.
(Based on the analysis of objects, conclusions are drawn aboutgeneralize and classify according to characteristics. -cognitive UUD; communicative - express their thoughts orally)
Name the common feature of words.Check with a sample on a presentation slide.
Performance evaluation.
Nouns.
Play.
Children check and evaluate the result and choose the appropriate emoticon.
Children answer “yes” and “no”.
Spelling patterns are distinguished and designated.
They analyze the word according to its composition and name the parts of the word.
Determine the number of letters and sounds.
Activation of knowledge about a noun as a part of speech.
Template check
Template check
Self-assessment of students using a self-assessment sheet.
Template check
3 .
Formulating the problem.
Frontal
Group work
– Read the title of the new large section.
– What parts of speech do you know? Members of the sentence?
Words - the main worker in the language. With their help, we name objects, signs, actions, states, etc. Could we really formulate our thoughts without words? In a sentence, each word fulfills its syntactic role.
A motivating technique is used.
– What part of speech words do we use most often?
– Check your guesses, write down the first letters of the words from the language warm-up.
– What letter is missing? What is its role in this word?
– Give the full name of this part of speech.
– Today we will remember everything we know about the noun, and we will draw up a repetition plan as the lesson progresses.
– Let's make a lesson plan.
– What were we doing now?
With. 97 Reading section
List the parts of speech and members of a sentence.
Draw conclusions based on the analysis of objects.
Noun
b. The role is called b.
Noun.
The children and the teacher make a plan.
Formulated the topic of the lesson. We made a plan.
Know the parts of speech, can identify parts of a sentence
The goal and problem of the lesson are formulated
Skill development.
Work in groups, individual
Let's remember what we know.
– What feature of nouns does Exercise 101 demonstrate?
The teacher writes on the board: The role of nouns in speech .
Group assignment .
– Read and draw a conclusion: which parts of speech predominate in the text and why?
2. Signs of nouns (individual work).
Ex. 102 – permanent (animate/inanimate, gender) and non-constant (number) features of nouns are identified.
The execution is preceded by a collective conversation:
– What needs to be done to determine whether a noun is animate or inanimate?
– What kind of nouns are there and how to determine it?
– How do nouns change? (By numbers.)
– Continue the sentence:constant signs of nouns are ...., non-constant signs are ...
– How do you understand the expression “permanent feature”? (A sign that is in any form of a given word is always there.)First example ( hut ) are analyzed collectively, then performed independently according to the assignment.
shower inanimate
hunter – m.r., unitshut – zh.r., units
Emelya – m.r., unitsforest – m.r., units
grandson – m.r., unitsEarth – zh.r., units
Grishutka – m.r., unitslight – m.r., units
window – average, units
roof – zh.r., units
pipe – zh.r., units
bricks – m.r., plural
fence – m.r., units
gates – plural
barn – m.r., units
– What did we repeat during this exercise?
The teacher writes on the board:
Constant and inconstant signs of nouns .
3. Syntactic function of nouns (performed in pairs).
Ex. 103 – differentiation of nouns in the role of main and secondary members of a sentence.
Students discuss spelling in pairs (insert the missing letters), copy a sentence that contains a complex word. Then they find nouns in the text and make a conclusion.
– What parts of the sentence are nouns? (Main (subject) and secondary.)
– Give examples of nouns as main nouns; in a supporting role.
– What important things did you learn about nouns from this exercise?
The teacher writes on the board:
Sentence member .
4. Analysis of a noun as a part of speech.
Ex. 104 – develops the ability to distinguish between nouns and pronouns in the text, to conduct a morphological analysis of nouns.
Execution sequence.
1) Placement of commas in the textbook.
2) Copying the last sentence.
3) Recording words with the same root.
Conclusion : Among words of the same root there may be words of different parts of speech.
4) Analysis of nouns as parts of speech.
Draw children's attention to the order of parsing and the abbreviated notation of words.
The work takes place under the guidance of a teacher.
– What did you remember while doing this exercise?
The teacher writes on the board:
Morphological analysis of a noun .
– What did we do today? What skills did you develop?
5.
Lesson summary.
According to what plan did we repeat the noun?
– Write down keywords based on this outline.
– What did you do best today?
– What difficulties did you have?
They call the plan.
List the key words for the lesson.
Children's answers.
Selecting an emoticon.
Homework
Ex. 105 (orally).
2. Ex. 53 (“Didactic material”).
Municipal autonomous educational institution "Secondary school No. 55
Ulan-Ude", Republic of Buryatia.
Technological map
open Russian language lesson 2nd grade UMK PNSh
Prepared by a primary school teacher
Guryleva Evgenia Vladimirovna
Item: Russian language
Class: 2nd grade
Lesson type: generalization and systematization of knowledge
UMK: PNSh
Technological map
| Subject | Repetition on the topic “Spelling” |
||||
| Target | Summarize and systematize knowledge on the topic “Spelling”, ensure that students apply knowledge of methods of action when solving spelling problems. |
||||
| Tasks | To promote the development of spelling vigilance, the ability to exercise self-control, and self-assessment of educational activities. Promote the development of interest in the subject. |
||||
| Formed UUD | Personal : educational and cognitive motivation, motivational basis of educational activities, educational and cognitive interest, adequate understanding of the reasons for success / failure in educational activities. Regulatory : volitional self-regulation, control, correction, self-control based on the result and method of action Cognitive : analysis, synthesis, comparison, generalization, seriation, classification, analogy, structuring knowledge, constructing a logical chain of reasoning, setting and formulating a problem, independent creation of activity algorithms, independent consideration of established action guidelines in new educational material, construction of speech statements, use of general techniques solving problems, using sign-symbolic means, summing up a concept, reflecting on the methods and conditions of action, monitoring and evaluating the process and results of activity. Communication : planning educational cooperation, fairly complete and accurate expression of one’s thoughts in accordance with the tasks and conditions of communication, formulation and argumentation of one’s opinion and position in communication, taking into account different opinions, coordinating different positions in cooperation. |
||||
| Basic Concepts | Spelling, word root, related words, test words |
||||
| Resources: - basic - additional | N.A. Churakova. Textbook Russian language part 1, M.L. Kalenchuk Russian language part 2, T.A. Baykova Notebook for independent work No. 1, S. I. Ozhegov Dictionary of the Russian language, spelling dictionaries on each student’s desk; Multimedia projector, screen, individual cards, self-assessment sheet. |
||||
| Organization of space | Frontal work, pair work, group work, individual work |
||||
| Lesson stage | Teacher activities | Student activity | Tasks for students, the completion of which will lead to the achievement of planned results | Planned results |
|
| Subject |
|||||
| 1. Self-determination for activity Target. Involving children in activities on a positive emotional level. | Motivates students to work. | Greetings from the teachers. |
Read the epigraph of the lesson. What time of year is the poet talking about? For which of you is winter also “magical beauty”? | ||
| A minute of penmanship. Updating basic knowledge. Target. Repetition of the studied material necessary for organizing generalization and systematization | Organizes repetition of what has been learned. | Repeat previously studied material. Students have self-assessment sheets for each stage of work | 1 .-Carefully and beautifully write down the number. and m z a e 1 row amo s rzo 2nd row Write it down beautifully. Pay attention to the correct spelling, height, and inclination of letters. Highlight those letters that turned out beautiful for you. Make words from these letters (winter, frost) Which letters are extra and why? How did you guess? What difficulties did you encounter when writing words? What helped you write these words correctly? We study spellings in the section of the Russian language called “Spelling” is the topic of our lesson. Today we will repeat the spelling patterns we learned. But what spellings we will repeat today - you have to guess for yourself. - What stage of work have we gone through? We continue to work. | Know the signs of related words, the concepts of “word root”, “spelling”, “spelling task”, spelling of dictionary words |
|
| 3. Vocabulary work. Setting a learning task Target. Formulating the topic of the lesson. | Organizes the work of students. In the form of a leading dialogue, he leads students to formulate the topic of the lesson. | Formulate the topic of the lesson. | Next stage. Vocabulary work... Our guest Snowman really likes the words that we will write down today, and you will guess why when you collect them. They are usually made of leather, But they also knit from wool In them to spite any winter Your fingers are always warm. (gloves) Underline all spellings. Are there related words here? Add two more related words to this row. Explain why they are related. How did we check for dangerous letters in words? How else can you check? What goals will we set for ourselves? What spellings will we repeat? | Be able to find studied spellings |
|
| 4. Independent work with self-test Generalization and systematization of knowledge Target. Clarify methods for selecting test words for different parts of speech | Determine by what characteristics nouns are combined into groups. An algorithm is drawn up for selecting test words for root spellings. | Working with the textbook P. 172, exercise 137(142). Read the assignment. Independent work. | Be able to select test words to solve spelling problems at the root of the word |
||
| 5. Physical education for the eyes on the topic “Winter” (presentation) Goal: changing the nature of activity through physical activity. 6. Primary consolidation Target. Strengthen the skill in selecting test words to solve spelling problems in the root of the word | Conducts training for students. | Group work | Each group chooses a commander and he goes out to receive an envelope with the task and time to complete it. The requirement to act together and support each other. http://piratepad.net/OGzWhp1GQ4 http://piratepad.net/PUMFOK0mU8 http://piratepad.net/qfKRSnbH36 Let's check the work done and evaluate ourselves. | Be able to select words from a group of words that correspond to the specified spelling in a task, select test words to solve spelling problems at the root of the word |
|
| 7. Lesson summary | What was your goal for the lesson? Did you manage to achieve it? Do you think this work should be continued in the next lessons? | ||||
| 8. Reflection Target. Students’ awareness of their educational activities, self-assessment of the results of their own and the entire class’s activities. | Through my work in class I... I was most successful... Now I can... It was interesting... The knowledge gained in this lesson will help me... I want to thank my classmates... My mood... | ||||
| 9. Homework | Repeat the rules. 1. Copy 3 sentences from Christomathy, cross out the spellings. 2.P.t. No. 62 (p. 50) | ||||
1 group 2nd group
| Exercise. Find in the text words with an unstressed vowel at the root of the word. Correct the mistakes. |
|
| Do you know what kind of miniatures vada turns into? They fall from the sky, so beautiful and tender, like thin flowers. |
3rd group.
4th group. Come up with a title for the text. Correct errors. Prove your answer.
Dictation with tapping
During a dictation, the teacher taps on the table at the moment when he pronounces a word with a spelling. This tapping makes the student think.
| 1 group. Find in the text words with an unstressed vowel at the root of the word. Correct the mistakes. | 2nd group. Find in the text words with an unstressed vowel at the root of the word. Correct the mistakes. |
| Do you know what kind of miniatures vada turns into? They fall from the sky, so beautiful and tender, like thin flowers. | Do you know what kind of miniatures vada turns into? They fall from the sky, so beautiful and tender, like thin flowers. |
3rd group. Insert the missing letters in the words, select the test word:
x...lodny - _________ hawk... - _________
tr...kick - __________ arbu... - __________
s...blah - ________ nail _________
4th group. Come up with a title for the text. Correct errors.
There was a heavy drizzle. It's cold in the fox. Branches and tree trunks are shaking. The wind quietly swirls the snack. It creaks under the nagas. Birds hide in hollows and nests. There is a forest in the forest.
Technological map of a fragment of a Russian language lesson
Subject: declension of singular masculine and neuter adjectives.
Class: 4
Lesson type: learning new things.
Equipment: computer, Microsoft Office Power Point presentation, textbook “Russian language. 4th grade" V.P. Kanakina
Target: introduce the declension of adjectives in the singular.
Tasks:
Educational : introduce students to the declension of singular adjectives m.r and s.r
Developmental : to promote the development of students’ communicative competence, the formation of UUD.
Educational: promote interest in the Russian language and hard work.
StagesFeedback
Dosage
Content
Forms and methods
Learning new things
Fizminutka
Primary consolidation
Secondary consolidation
Reflection
20 min.
5 min.
4 min.
2 min.
Teacher's actions
Student action
Frontal.
Group, individual, frontal.
Today in our lesson we will learn how to decline singular masculine and neuter adjectives. Let's formulate the topic of our lesson today.
Open the textbook on page 126, let's read the topic of our lesson again...
Let's decline the words FROST and SNOW, guys, tell me what part of speech these words have?
I suggest inflecting nouns along with adjectives.(displayed on the slide)
M.r.
Wed.
IP
Frost (what?) crackling
sun (what?) winter
R.p
frost (what kind?) crackling
sun (what?) winter
D.p.
frost (what kind?) bitter
the sun (which one?) winter
V.p
frost (what?) bitter
sun (what?) winter
etc.
frost (what kind?) crackling
sun (what?) winter
P.p.
about the frost (what kind?) we are crackling
about the (what?) winter sun
The adjective changes by case and always has the same gender, number and case as the noun with which it is related in meaning.
Our delicate flowers -fingers clenched into fists
The petals are blooming – open your fingers
The breeze breathes slightly, the petals sway. –move your fingers
Our wonderful flowers cover their petals -clench your fingers into fists
Quietly falling asleep, shaking their heads- rotate your hands
Group work.
Group 1 declines the feminine adjective – tasty water
Group 2 declines the masculine adjective - delicious .
Group 3 declines the neuter adjective - tasty apple.
One person from the desk works at the blackboard.
For each noun, select an adjective that has a suitable meaning, placing it in the correct case.
on ………field
open
at ………window
hockey
with………jam
funny
without………friend
blueberry
near………Christmas tree
fluffy
What new did you learn in today's lesson?
What difficulties did you encounter during the lesson?
If you understood and learned a lot of new things in today’s lesson, raise the yellow circle
If the lesson was difficult for you and you didn’t learn anything blue
The topic of today's lesson is declension of adjectives
Read the topic of the lesson.
Noun.
Decline nouns together with the teacher.
Zh.r.
M.R.
S.r.
I.p. delicious water
delicious
delicious apple
R.p. tasty water
delicious syrup
delicious apple
D.p. tasty water
delicious syrup
delicious apple
V.p. tasty water.
Delicious syrup
delicious apple
etc. tasty water
delicious syrup
delicious apple
P.p. about delicious water
about delicious syrup
about a delicious apple
Related articles
The best amulets against the evil eye and damage Amulet against the evil eye with hands for children
How to read the Psalter correctly
Delicious dishes with sausages
A glimpse of Bella. Romantic chronicle. A glimpse of genius. Messerer about Akhmadulina Boris Messerer glimpse of Bella romantic chronicle
I dreamed that I was sailing on a boat on the river
How to cook beef entrecote in a frying pan
About the company Foreign language courses at Moscow State University
Which city and why became the main one in Ancient Mesopotamia?
Why Bukhsoft Online is better than a regular accounting program!
Which year is a leap year and how to calculate it